- Can a ‘pedagogical’ spellchecker improve spelling accuracy in L2 Spanish?
-
...hether there was a difference in the time taken to produce L2 text by
learners using (a) the PSC, (b) the MSW spellchecker and (c) no spellchecker. This was to check whether
any advantages found for...
by Miguel Blazquez-Carretero, Robert Woore
in Volume 25 Number 2, June 2021
- Review of Teaching Literature and Language Online
-
...he open-source English teacher” describes the fate of the online instructor. The
“open-source teacher,” he says as creator and editor of the Web-based archive Representative Poetry
Online, makes the...
by David Malinowski
in Volume 15 Number 2, June 2011
- Noticing and text-based chat
-
...he participants were asked whether their
interlocutors frequently corrected their mistakes and whether they frequently went back to correct their
own mistakes during the conversation. At the end of ...
by Chun Lai, Yong Zhao
in Volume 10 Number 3, Sepetember 2006
- Input vs. output practice in educational software for second language acquisition
-
...he Japanese course for about 5 minutes. The
students were asked ten questions such as whether they came to school yesterday, what they did, whether
they met their friends or teacher, what the teacher ...
by Noriko Nagata
in Volume 01 Number 2, January 1998
- The impact of video and written feedback on student preferences of English speaking practice
-
...hend the video feedback. As S16 stated,
“Sometimes I can’t hear clearly what the speakers said. Maybe they speak too fast or there are other sounds
interfering with the recording.” In addition, the ...
by Sheng-Shiang Tseng, Hui-Chin Yeh
in Volume 23 Number 2, June 2019
- Learning a foreign language and locality through an animated documentary film
-
...he reality of her country. Her parents took
her to the coast in a closed border area, where she saw the sea with her ribbon for the first time. On her
grandfather’s farm, she played war-themed games...
by Solvita Burr
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- "Reflective conversation" in the virtual language classroom
-
...he message in Figure 3 came in response to instruction issued towards the end of the course, asking all
members of the group to report on their searches of the World Wide Web. These searches involved
...
by Marie-Noëlle Lamy, Robin Goodfellow
in Volume 02 Number 2, January 1999
- L1 for social presence in videoconferencing: A social semiotic account
-
...heir availability for the interactions. Despite their shared native language, two of these
pairs never switched to Turkish3. Therefore, data presented here come from the rest of the three pairs. Thes...
by Müge Satar
in Volume 24 Number 1, February 2020
- From the special issue editor
-
...he same teacher. However, while the
control group based both sessions on the textbook and teacher-led activities centered on
it, the experimental group spent one session the same way but the second ...
by Phil Hubbard
in Volume 11, Number 1 February 2007 Special Issue on Technology and Listening Comprehension
- Using machine translation to support ESL pre-service teachers’ collaborative feedback for writing
-
...he writer refine the content in Paragraph 2 to echo the story’s theme.
Then, they advised adding “He felt the power of the music. For the first time, he overcame his fears,” when
Dj’s father stepped...
by Linling Fu, Michelle Mingyue Gu, Tan Jin
in Volume 28 Number 1, 2024
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